Point View School

School Evaluation Report

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Context 

Point View School in Howick South, provides education for learners in Years 1 to 6. The majority of learners at the school have English as an additional language. The school’s motto is “Learning Together” and emphasises creating an environment that prepares students for their future.

There are two parts to this report.

Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.

Part B: The improvement actions prioritised for the school’s next evaluation cycle.

Part A: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing 

• Most learners achieve at or above curriculum expectation in reading, writing and mathematics; almost all Māori learners and Pacific learners achieve at or above expectation in writing; the school has yet to achieve equitable outcomes for Māori learners in mathematics.
• Students and teachers benefit from mutually respectful relationships, which enhance students’ wellbeing and sense of belonging.
• The majority of learners attend school regularly; the school meets the national 2024 Ministry of Education target for attendance.

Conditions to support learner success

• Leadership builds and sustains a culture of relational trust at all levels of the school, providing conditions for collaboration, coaching and inquiry that supports improving learner outcomes.
• Leaders establish and communicate clear expectations for high quality teaching, monitoring and evaluating targets; reducing barriers to learning is at the forefront of teaching practice.
• Well-analysed achievement and wellbeing information informs leaders’ considered decision making, which supports improving student outcomes.

• Learners experience a broad curriculum which provides many opportunities for success; students talk about, make decisions about, and are engaged in, meaningful learning.
• Teachers and leaders are increasingly integrating te reo Māori and refining the school’s local curriculum, underpinned by Māori values, that promotes student engagement.
• Leaders and teachers ensure highly effective programmes are in place for students with a first language other than English, as well as learners with complex learning needs.

• Leaders engage in educationally focused relationships with local networks and community groups; these partnerships support learner transitions and increase opportunities for learning and success.
• Parents are respected and valued partners in their children’s learning; they are well informed and provided opportunities to discuss and support their child’s learning pathway.
• The school board operates effectively to ensure resourcing is targeted towards enhancing learner outcomes.

Part B: Where to next?

The agreed next steps for the school are to continue to:

• review and develop the school’s local curriculum, including using Poutama Reo, as a resource, to strengthen te reo Māori learning
• review assessment processes that align with implementing structured literacy and mathematics teaching programmes
• increase equity for Māori learners in mathematics
• sustain high levels of attendance.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within six months:

• review literacy and mathematics programmes, including assessment tools, to ensure they have structured teaching approaches and align to national curriculum expectations
• introduce a professional development pathway for all staff in relation to designing school te reo Māori progressions based on Poutama Reo

Every six months:

• engage in focused professional development to develop, evaluate and embed the local curriculum
• evaluate the effectiveness of te reo Māori school progressions and how well these support teaching and learning

Annually:

• evaluate the effectiveness of attendance strategies and structured teaching and learning approaches in literacy and mathematics and the impact they have on improving outcomes for learners
• evaluate and report on student progress and achievement data to inform responsive decision making, particularly to increase parity for Māori learners in mathematics.

Actions taken against these next steps are expected to result in:

• a well-developed local curriculum supported by te reo Māori learning progressions
• sustained and improved achievement outcomes, for all learners, particularly for Māori learners in mathematics
• high levels of student attendance.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.

Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children

Sharon Kelly
Director of Schools (Acting)

6 May 2025

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home